First published 9/28/2026, 2:45:15 AM · Last updated 9/28/2026, 2:45:15 AM

Effects of a repeated reading intervention on the reading fluency of adolescents with intellectual disability

This is a journal article published 2025-12-15 examining a repeated reading intervention and its effects on reading fluency in adolescents with intellectual disability. The supplied source metadata includes no study results, sample, location, or outcome details.

Categories: science-and-space, positive-progress

Generated scores

Scores are based on the cited reporting and use a 1–10 scale. Read the methodology.

Confidence: 2/10How certain the assessment is based on the clarity and evidence in the cited reporting.
Geographic reach: 1/10How widely the event reaches, from a local area (1) to worldwide impact (10).
Global importance: 2/10The event's broader significance, from limited importance (1) to major global importance (10).
Impact magnitude: 2/10The scale or severity of the real-world impact, from minor (1) to extreme (10).
Positivity: 5/10How harmful or beneficial the event is, from strongly harmful (1) to strongly positive (10).
Urgency: 1/10How time-sensitive the event is, from low urgency (1) to immediate attention needed (10).

Why it matters

The article concerns an educational intervention for adolescents with intellectual disability and may be of interest to educators and researchers, but no outcomes are provided in the source data.

Sources

Effects of a repeated reading intervention on the reading fluency of adolescents with intellectual disability

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